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dc.contributor.advisorStedman, Nicoleen_US
dc.creatorArnold, Felix Wallace, IIIen_US
dc.date.accessioned2010-01-14T23:59:54Zen_US
dc.date.accessioned2010-01-16T01:22:14Z
dc.date.available2010-01-14T23:59:54Zen_US
dc.date.available2010-01-16T01:22:14Z
dc.date.created2007-05en_US
dc.date.issued2009-05-15en_US
dc.identifier.urihttp://hdl.handle.net/1969.1/ETD-TAMU-1224
dc.description.abstractThe purpose of this research is to see if the peer mentors make a difference in the leadership development of students, their feelings about peer mentors, the Leadership Living Learning Community, and their acclimation to Texas A&M University. Leadership is defined as an interaction between members of a group in which individuals, in the name of the group, act as agents of change, persons whose acts affect other people more than other peoples’ actions affect them. The five leadership skills studied were working in groups, positional leadership, communication, decision-making, and understanding self. A post-then methodology was utilized with self-reporting as the process by which data was collected following completion of an academic leadership learning community. The findings from years one and two participants were computed individually and then compared to see if the addition of peer mentors during the second year yielded any significant findings. The major findings for this study were as follows: Year one participants in the learning community indicated improved leadership skills after participation in the learning community for the first semester, as measured by the Leadership Skills Inventory. In addition, year two participants in the learning community indicated a similar increase of leadership skills after the first semester. Year one participants indicated a more statistically significant increase when compared to year two on their leadership skills on the individual questions, while year two participants were found to have more statistically significant findings relating to the five leadership skills or Leadership Skills Inventory scales. Responses by year two participants indicated that the peer mentors who helped them were supportive, gave positive feedback, were good role models, were knowledgeable about Texas A&M University, were easy to communicate with, and did not use peer pressure to persuade them to do anything negative.en_US
dc.format.mediumelectronicen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.subjectLeadershipen_US
dc.subjectLearning Communityen_US
dc.subjectLiving Learningen_US
dc.subjectLeadership Developmenten_US
dc.subjectFreshmen in transitionen_US
dc.subjectTexas A&M Universityen_US
dc.titleThe impact of a leadership development learning community on the leadership development of freshmen in transition at Texas A&M University: a comparative analysis of year one and year twoen_US
dc.typeBooken
dc.typeThesisen
thesis.degree.departmentAgricultural Leadership, Education, and Communicationsen_US
thesis.degree.disciplineAgricultural Educationen_US
thesis.degree.grantorTexas A&M Universityen_US
thesis.degree.nameMaster of Scienceen_US
thesis.degree.levelMastersen_US
dc.contributor.committeeMemberGunn, J. Martynen_US
dc.contributor.committeeMemberRosser, Mandaen_US
dc.type.genreElectronic Thesisen_US
dc.type.materialtexten_US
dc.format.digitalOriginborn digitalen_US


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